•• 


THE  MEASUREMENT  OF  EFFICIENCY 

IN  READING,  WRITING,  SPELLING 

AND  ENGLISH 


By  DANIEL  STARCH 
The  University  of  Wisconsin 


Published  by 
College  Book  Store 
Madison,  Wis. 
1914 


Copyright  1914 

by 
D.  Starch 


THE  MEASUREMENT  OF  EFFICIENCY 

IN  READING,  WRITING,  SPELLING 

AND  ENGLISH 


By  DANIEL  STARCH 
The  University  of  Wisconsin 


Published  by 

The  College  Book  Store 

Madison,  Wit. 

1914 


The  measurement  of  efficiency  in  school  studies  by  means 
of  objective  tests  is  one  of  the  most  needed  achievements  in 
the  interest  of  the  schools.  Happily,  quite  a  number  of  in- 
vestigators interested  in  the  scientific  study  of  educational 
problems  are  working  in  this  field.  This  monograph  con- 
tains the  test  material,  the  instructions  for  administering 
the  tests,  and  the  instructions  for  scoring  the  results  of  the 
tests  in  four  school  subjects.  These  tests  have  been  per- 
formed thus  far  on  approximately  10,000  pupils  in  forty- 
two  schools  in  twelve  cities  located  in  four  states:  Wis- 
consin, Minnesota,  New  York,  and  West  Virginia.  On  the 
basis  of  these  tests,  tentative  standard  scores  of  attainment 
to  be  reached  at  the  end  of  each  school  year  have  been 
computed.  Any  school,  grade  or  pupil  may  be  tested  and 
the  performance  may  then  be  compared  with  the  standard 
curves  or  standard  scores. 

A  critical  discussion  of  the  technique  and  the  reliability 
of  the  tests,  together  with.tl\e.  i;esu4t»  obtained  thus  far  will 
be  presented  in  We.  'Journ'^f  ©f-  *E£cCudational  Psychology  for 
January,  Febru^y,,  ^.nd,  ]NJ^crch,fc  191§<&  The  author  hopes 


that  others  f&$i  r  faSf  in;  afyEng^theJ  tests.  Test  blanks 
may  be  obtained  from  the  author  who  will  be  glad  to  co- 
operate in  the  use  of  the  tests  and  to  receive  results  for 
verifying  or  modifying  the  present  standard  scores. 


I.     in:  AIHXC;  TF.STS 

In-  ing  the  Reading 

Tt 

(Hviim  tin'  i«  -  ;.hiin  to  the   pupils  that  they  are  to 

;1  silently  :ly  as  tl.  time  to 

grasp  as  mu  will  be  asked  to 

;ey  read. 

but  ontinuously  as  rapidly 

gras;  «>ad. 

en  grade  the  test  blank  that  bears 

n  u  i  : 

bla:.  is.   in  tl; 

9,  or  ,-y  be  us» 

;it  no  OIK 

to    read 

and 
do 

B4  c   tin* 
till    out    ' 

ad  stop  at  the  san 

by 
number  of  words  read  per  s« 

in- 
.    cadi    ]  • 

!1      1)"     (I-'' 

i  y      will 
per  second. 

The*   OO1  i.don   is   d-  rnantin^   tlie   nnm- 

fully  read   and   all    WO 

of    Hi'1    test 

nr)t    in   tin-   (est,  or  r-  ;  ire- 

out.      T!  'i'ds 

^ts  is  ta!<  On 

!ge  based 

pap'  Qg  will  liav<-  to  be  di^- 


4J4. 


No.  1. 

Once  there  was  a  little  girl  who  lived  with 
her  mother. 

They  were  very  poor. 

Sometimes  they  had  no  supper. 

Then  they  went  to  bed  hungry. 

One  day  the  little  girl  went  into  the  woods. 

She  wanted  sticks  for  the  fire. 

She  was  so  hungry  and  sad! 

"Oh,  I  wish  I  had  some  sweet  porridge!" 
she  said. 

"I  wish  I  had  a  pot  full  for  mother  and  me. 
We  could  eat  it  all  up." 

Just  then  she  saw  an  old  woman  with  a  little 
black  pot. 

She  said,  "Little  girl,  why  are  you  so  sad?" 

"I  am  hungry,"  said  the  little  girl. 

Name Grade 

Sshcol City . 

Date.. 


No.  -J. 

Betty  lived  in  the  South,  long,  long  ago. 
She  was  only  ten  years  old,  but  she  liked  to 
help  her  mother. 

She  had  learned  to  do  many  things.  She 
could  knit  and  sew  and  spin;  but  best  of  all  she 
liked  to  cook. 

One  day  Betty  was  alone  at  home  because 
her  father  and  mother  and  brother  had  gone  to 
town  to  see  a  wonderful  sight. 

t~* 

The  great  George  Washington  was  visiting 
the  South.  He  was  going  from  town  to  town, 
riding  in  a  great  white  coach  trimmed  with 
shining  gold.  It  had  leather  curtains,  and  soft 
cushions.  Four  milk-white  horses  drew  it 
along  the  road. 

Four  horsemen  rode  ahead  of  the  coach  to 
clear  the  way  and  four  others  rode  behind  it. 
They  were  all  dressed  in  white  and  gold. 

Name Grade 

School City 

Date.. 


No.  3. 

Little  Abe  hurried  home  as  fast  as  his  feet  could 
carry  him.  Perhaps  if  he  had  worn  stockings  and  shoes 
like  yours  he  could  have  run  faster.  But,  instead,  he 
wore  deerskin  leggings  and  clumsy  moccasins  of  bear 
skin  that  his  mother  had  made  for  him. 

Such  a  funny  little  figure  as  he  was,  hurrying  along 
across  the  rough  fields!  His  suit  was  made  of  war 
homespun  cloth.  His  cap  was  made  of  coonskin,  and  the 
tail  of  the  coon  hung  behind  him,  like  a  furry  tassel. 

But  if  you  could  have  looked  into  the  honest,  twink- 
ling blue  eyes  of  this  little  lad  of  long  ago,  you  would 
have  liked  him  at  once. 

In  one  hand  little  Abe  held  something  very  precious. 
It  was  only  a  book,  but  little  Abe  thought  more  of  that 
book  than  he  would  have  thought  of  gold  or  precious 
stones. 

You  cannot  know  just  what  that  book  meant  to  little 
Abe,  unless  you  are  very  fond  of  reading.  Think  how  it 
would  be  to  see  no  books  except  two  or  three  old  ones 
that  you  had  read  over  and  over  until  you  knew  them 
by  heart! 

Name Grade 

School City 

Date.. 


6 


No.  •* 

The   red  squirrel  usually  waked  me  in  the  dawn, 

running  over  the  roof  and  up  and  down  the  sides  of 

house,  as  if  sent  out  of  the  woods  for  this  very 

In  the  course  of  the  winter  I  threw  out  half  a  bushel 

of  ears  of  corn  onto  the  snow  crust  by  my  door, 

;  was  amused  by  watching  the  motions  of  the  various 

animals  which  were  baited  by  it.     All  day  long  the 

me  and  went,  and  afforded  me  much 

inment  by  their  maneuvt 

One  would  approach,    at   first,    warily  through  the 

3,   running  over  the  snow  crust  by  fits  and 

leaf  blown  by  the  wind.     Now  he  would 

go  ;  aces  this  way,  with  wonderful  speed,  making 

•-TS"  as  if  it  were  for  a  wager;  and 

any  paces  that  way,    but  never  getting  on 

rod  at  a  time. 

Then  suddenly  he  would  pause  with  a  ludicrous  ex- 

n  and  a  so  \   as  if  all  eyes  in  the  universe 

were  fixed  on  him.     Then,  before  you  could  say  Jack 

Robinson,  he  would  be  in  the  top  of  a  young  pitch-pine, 

winding  up  his  clock  and  talking  to  all  the  universe  at 

Name Grade 

School City 

Date.. 


No.  5. 

Once  upon  a  time,  there  lived  a  very  rich  man,  and  a  king  be- 
sides, whose  name  was  Midas*;  and  he  had  a  little  daughter, 
whom  nobody  but  myself  ever  heard  of,  and  whose  name  I  either 
never  knew,  or  have  entirely  forgotten.  So,  because  I  love  odd 
names  for  little  girls,  I  choose  to  call  her  Marygold. 

This  King  Midas  was  fonder  of  gold  than  anything  else  in  the 
world.  He  valued  his  royal  crown  chiefly  because  it  was  com- 
posed of  that  precious  metal.  If  he  loved  anything  better,  or 
half  so  well,  it  was  the  one  little  maiden  who  played  so  merrily 
around  her  father's,  footstool.  But  the  more  Midas  loved  his 
daughter,  the  more  did  he  desire  and  seek  for  wealth.  He 
thought,  foolish  man !  that  the  best  thing  he  could  possibly  do 
for  his  dear  child  would  be  to  give  her  the  immensest  pile  of  yel- 
low, glistening  coin,  that  had  ever  been  heaped  together  since 
the  world  was  made.  Thus,  he  gave  all  his  thoughts'  and  all  his 
time  to  this  one  purpose.  If  ever  he  happened  to  gaze  for  an 
instant  at  the  goldtinted  clouds  of  sunset,  he  wished  that  they 
were  real  gold,  and  that  they  could  be  squeezed  safely  into  his 
strong  box.  When  little  Marygold  ran  to  meet  him,  with  a 
bunch  of  buttercups,  and  dandelions,  he  used  to  say,  "Poll,  poh, 
child !  If  these  flowers  were  as  golden  as  they  look,  they  would 
be  worth  the  plucking!'' 

And  yet,  in  his  earlier  days,  before  he  was  so  entirely  pos- 
sessed of  this  insane  desire  for  riches,  King  Midas  had  shown 
a  great  taste  for  flowers. 


Name Grade 

School City  _. 

Date  _ 


No.  6. 

In  a  secluded  and  mountainous  part  of  Stiria  there  was  in  old 
>t  surpi  i  luxuriant  fertility    It 

P  ami  rocky  iiiountains,  ris- 
"\ -eivd  with  snow,  and  from 
{  in  constant  cataracts. 
oi  a  crag  so  high  that, 
ing  else,  and  all  below  was  dark- 
waterfall,  so  that  it 
if»Id.  'hcrefoiv,  called  by  the 

1 1  was  strange 

•  tin-  va!:  :'.     They  all 

«»!'  the  mountains,  and  wound  away 

l»u(  the  clouds 

•  uitly  t,.  i  rested  so  softly 

•/lit  and  heat,  when 

all  '  W9M  still  rain  in  the 

litti  ops  were  so  heavy  and  its  hay  so  high, 

so  red,  ii  <>s  so  bine,  and  its  wine  so 

.  that   it  was  a  marvel  to  everyone 

Valley. 

•nged  to  three  brothers 
and    Hans',   the 

uirly    men,    with    overhanging 
•  •yes. 


Grade 

City 


No.  7. 

Captain  John  Hull  was  the  mint-master  of  Massachusetts,  and 
coined  all  the  money  that  was  made  there.  This  was  a  new  line 
of  business',  for  in  the  earlier  days  of  the  colony  the  current 
coinage  consisted  of  gold  and  silver  money  of  England,  Portu- 
gal, and  Spain.  These  coins,  being  scarce,  the  people  were  often 
forced  to  barter  their  commodities  instead  of  selling  them. 

For  instance,  if  a  man  wanted  to  buy  a  coat,  he  perhaps  ex- 
changed a  bearskin  for  it.  If  he  wished  for  a  barrel  of  molasses, 
he  might  purchase  it  with  a  pile  of  pine  boards.  Musket-bullets 
were  used  instead  of  farthings.  The  Indians  had  a  sort  of 
money  called  wampum,  which  was  made  of  clam-shells,  and  this 
strange  sort  of  specie  was.  likewise  taken  in  payment  of  debts  by 
the  English  settlers.  Bank-bills  had  never  been  heard  of. 
There  was  not  money  enough  of  any  kind,  in  many  parts  of  the 
country,  to  pay  the  salaries  of  the  ministers,  so  that  they  some- 
times had  to  take  quintals  of  fish,  bushels*  of  corn,  or  cords  of 
wood  instead  of  silver  or  gold. 

As  the  people  grew  more  numerous  and  their  trade  one  with 
another  increased,  the  want  of  current  money  was  still  more 
sensibly  felt.  To  supply  the  demand  the  general  court  passed 
a  law  for  establishing  a  coinage  of  shillings,  sixpences,  and 
threepences.  Captain  John  Hull  was  appointed  to  manufac- 
ture this  money,  and  was  to  have  about  one  shilling  out  of  every 
twenty  to  pay  him  for  the  trouble  of  making  them. 


Name Grade 

School City  _ 

Date 

10 


No.  8. 

6  a  boy.     He  had 

gr<  d  little  notice  from 

r  they  saw  nothing  re- 
nt of  the  day 
i^aze  and  meditate  upon 

i  of  the  matter, 

\vas 

ao  duty  for 

:hat  the 

'id   that    the 

.n.ur 

iiaii 

e   a   bet- 
bookfl,  il 

s  and   afl'ee- 
aiid   at  tin4 
»f  a 
those  \  it  h  him. 

as  dead  aid  hurird  ;  and 

\vhieli   \ 
ex  1st  en 

iving  skt  cov- 

'•e    the    melting 
-d    that 

as  no  si  !  i!(, 

>  of  :li. 


No.  9. 

To  an  American  visiting  Europe,  the  long  voyage  he  has  to 
make  is  an  excellent  preparative.  The  temporary  absence  of 
worldly  scenes  and  employments  produces  a  state  of  mind  pe- 
culiarly fitted  to  receive  new  and  vivid  impressions.  The  vast 
space  of  waters  that  separates  the  hemispheres,  is  like  a  blank 
page  in  existence.  There  is  no  gradual  transition,  by  which, 
as  in  Europe,  the  features  and  population  of  one  country  blend 
almost  imperceptibly  with  those  of  another.  From  the  mo- 
ment you  lose  sight  of  the  land  you  have  left,  all  is  vacancy 
until  you  step  on  the  opposite  shore,  and  are  launched  at  once 
into  the  bustle  and  novelties  of  another  world. 

In  traveling  by  land  there  is  a  continuity  of  scene  and  a  con- 
nected succession  of  persons  and  incidents,  that  carry  on  the 
story  of  life,  and  lessen  the  effect  of  absence  and  separation. 
We  drag,  it  is.  true,  "a  lengthening  chain,"  at  each  remove  of 
our  pilgrimage ;  but  the  chain  is  unbroken :  we  can  trace  it 
back  link  by  link ;  and  we  feel  that  the  last  still  grapples1  us  to 
home.  But  a  wide  sea  voyage  severs  us  at  once.  It  makes  us 
conscious  of  being  cast  loose  from  the  secure  anchorage  of 
settled  life,  and  sent  adrift  upon  a  doubtful  world.  It  inter- 
poses'  a  gulf,  not  merely  imaginary,  but  real,  between  us  and 
our  homes — a  gulf  subject  to  tempest,  and  fear,  and  uncertain- 
ty, rendering  distance  palpable,  and  return  precarious. 

Such,  at  least,  was  the  case  with  myself.  As  I  saw  the  last 
blue  line  of  my  native  land  fade  away  "like  a  cloud  in  the  hor- 
izon, it  seemed  as  if  I  had  closed  one  volume  of  the  world  and 
its'  concerns,  and  had  time  for  meditation,  before  I  opened 
another. 

Name Grade 

School City    

Date— 


12 


STANDARD  CURVES  FOR  READING 


SPEED 


Words 
read 
per 
•econd 


Grades  1 


COMPREHENSION 


Words    50 
Written 

40 
30 
20 
10 

^ 

^ 

^ 

^ 

^-^ 

X*" 

^ 

Grades 


Standard  scores  on  which  the  above  curves  are  based. 
Grades  1         2345678 

Speed  (words  read  per  second)     1.5      1.8     2.1     2.4     2.8     3.2     3.6     4.0 
Comprehension  (words  written)    15      20       24      28      33      38      45      50 


13 


II.   WRITING  TESTS 

Instructions  for  Administering  and  Scoring  the  Writing 
Tests 


Giving  the  tests. — Explain  to  the  pupils  that  they  are  to 
write  repeatedly  the  line  "Mary  had  a  little  lamb"  as  well 
as  they  can  and  as  rapidly  as  they  can  during  the  two 
minutes  that  will  be  allowed  for  the  writing. 

Explain  also  that  they  are  to  write  continuously  and  to 
make  no  erasures  or  corrections. 

The  pupils  are  to  write  with  pen  and  ink  on  ruled  paper. 
Before  making  the  test  have  the  pupils  write  at  the  top  of 
the  sheet  the  name,  grade,  school,  city,  and  the  date. 

When  all  are  ready  have  them  hold  their  pens  up  in  the 
air  and  then  give  the  signal  "start."  Allow  them  exactly 
two  minutes  to  write  over  as  many  times  as  they  can  "Mary 
had  a  little  lamb."  Both  speed  and  quality  of  writing 
count  in  this  test. 

If  desired,  a  different  sentence  may  be  use  insted  of 
"Mary  had  a  little  lamb."  The  sentence  must  not  contain 
more  than  five  to  seven  words  which  must  all  be  familiar 
to  the  children.  The  pupils,  however,  must  not  have  re- 
ceived specific  previous  drill  upon  it.  The  sentence  "Art  is 
long  and  time  is  fleeting"  has  been  found  suitable. 

N.  B.  Make  sure  of  allowing  exactly  2  minutes.  See 
that  all  start  and  stop  at  the  same  time. 

Scoring  the  test. — The  samples  of  writing  are  scored  for 
speed  and  quality.  The  speed  of  writing  is  determined  by 
ascertaining  the  number  of  letters  written  per  minute. 
Count  the  total  number  of  letters  written  and  divide  by 
two. 

The  quality  is  measured  with  the  Thorndikee  scale  (or  if 
preferred  with  the  Ayres  scale),  by  what  is  called  the 
ascending-descending  procedure.  That  is,  a  group  of 
thirty  or  forty  samples  is  taken  and  each  one  is  graded  by 
beginning  at  the  lower  end  of  the  scale  and  ascending  until 
the  quality  is  reached  to  which  the  sample  is  judged  equal. 
After  the  entire  group  has  been  rated  in  this  manner,  each 
sample  is  judged  again  by  beginning  at  the  upper  end  of  the 
scale  and  descending  until  equivalence  is  reached.  One 
should,  of  course,  not  know  or  see  what  the  first  measure- 
ment was,  so  as  to  have  two  independent  measurements. 
The  average  of  these  two  determinations  is  taken  as  the 
final  measurement. 


14 


STANDARD  CURVES  FOR  WRITING 


SPEED 


Letters    90 
written 
per 
minute    70 

50 
30 

10 
Grades          1 

^ 

^ 

.,, 

^ 

^ 

^ 

x-" 

••^ 

1                              3              4                5              6               7               € 

Qua'itirs    II 
of  the 
Thorndlkelt 
scale 


QUALITY 


7 


, 


Grades 


Standard  scores  on  which  the  above  curves  are  based 

Grades                                                    1234567  8 

Speed  (letters  per  minute)           20    31      38       47      57     65         75  83 

Quality Thorndike  scale)         6.5     7.5     8.2     8.7     9.3     9.8     10.4  10.9 
Equivalent  values  for  qualitv  en 

the  Ayres  scale                                      27      33       37      43      47        53  57 

15 


HI.   SPELLING   TESTS 

Instructions  for  Administering  and  Scoring  the  Spelling 
Tests 

Giving  the  tests. — First,  have  the  pupils  write  the  name, 
grade,  school,  city,  and  date  at  the  top  of  the  sheet. 

Pronounce  the  words  clearly  but  do  not  sound  them 
phonetically  or  inflect  them  so  as  to  aid  the  pupils.  Give 
the  meaning  of  words  that  sound  like  other  words  of  a  dif- 
ferent meaning  and  spelling.  The  pupils  are  to  write  the 
words  and  to  number  them  in  the  order  in  which  they  are 
given.  Allow  sufficient  time  for  the  writing. 

Each  grade  is  to  be  tested  twice,  once  on  each  of  two  suc- 
cessive days.  Use  any  one  of  the  six  lists  on  the  first  day 
and  any  one  of  the  others  on  the  second  day;.  (When  an 
entire  school  is  being  tested  it  may  be  desirable,  though  not 
necessary,  to  use  on  the  first  day  the  same  list,  say  list  1,  in 
all  grades  and  any  other  list  on  the  second  day.) 

In  the  first  grade  use  the  first  40  words  of  the  list,  in  the 
second  grade  use  the  first  65  words,  in  the  third  grade  use 
the  first  80  words,  in  the  fourth  grade  use  the  first  90 
words,  and  in  all  other  grades  use  the  entire  list. 

Scoring  the  tests. — The  tests  are  scored  by  checking  off 
all  words  spelled  incorrectly  and  then  counting  the  num- 
ber of  words  spelled  correctly.  This  number  is  the  score 
and  also  the  percentage  of  words  correct,  since  the  lists 
contain  100  words  each.  An  average  is  taken  of  the  scores 
made  in  the  two  tests  which  is  the  final  score  for  each  pupil. 
Omitted  words  are  counted  as  incorrect.  Words  that  may 
be  spelled  in  different  ways  are  counted  correct  if  they  are 
spelled  according  to  any  one  of  the  permissible  ways. 


16 


LIST  1. 


1.  add 
but 

3.  get 

4.  10W 

5.  rat 

6.  sun 

1  u  m 

8.  blow 

9.  < 

10.  « 

11.  easy 

lOUl 

14.  gold 

15.  1 
kiss 

18.  n 

19.  i 
rest 

pur 

24.  afoot 

25.  t»: 

26.  brush 

27.  cl 

28.  dodge 

iilnt 

30.  f 

31.  grape 

32.  honor 

lince 

34.  paint 

35.  prism 

38.  steal 

39.  F 

heat 

42.  accrue 

43.  bottom 

46.  fl 

47.  hearse 

48.  1' 

60.  pilfer 


51.  rabbit 
ool 

53.  shroud 

54.  starch 

55.  vanity 

56.  bizarre 

57.  compose 

58.  dismiss 

59.  faction 

60.  hemlock 

61.  leopard 

62.  omnibus 

63.  procure 

64.  rinsing 

65.  splashy 

66.  torpedo 

67.  worship 

68.  bescreen 

69.  commence 

70.  estimate 
nourish 

72.  luckless 

national 

74.  pinnacle 

77.  \ 

78.  ascension 

79.  dishallow 
80  ure 

81.  i 

82.  rebellion 
8.".  ing 
84.   unalloy 
8f» 

86.  cardinally 

87.  connective 

88.  efli 

89.  in 

90.  nun<  i;if  un- 

91.  sphericity 

92.  attenuat 
fulminating 

94.    lam 

secretar 

96.  apparitional 

97.  sive 

98.  subjectively 

99.  inspirational 
100.  ineffectuality 


17 


LIST  2. 


1.  air 

2.  cat 

3.  hop 

4.  man 

5.  row 
6..  tap 

7.  awry 

8.  blue 

9.  cast 

10.  corn 

11.  envy 

12.  feud 

13.  game 

14.  grow 

15.  home 

16.  knee 

17.  look 
18,.  mold 

19.  part 

20.  ruin 

21.  take 

22.  tree 

23.  well 

24.  allay 

25.  blaze 

26.  buggy 

27.  clown 

28.  doubt 

29.  false 

30.  forth 

31.  grass 

32.  house 

33.  money 

34.  paper 

35.  quill 

36.  rough 

37.  shout 

38.  stick 

39.  swear 

40.  trump 

41.  whirl 

42.  action 

43.  bridle 

44.  charge 

45.  driver 

46.  finger 

47.  heaven 

48.  legend 

49.  motley 

50.  portal 


51.  recipe 

52.  scrape 

53.  simple 

54.  strain 

55.  weaken 

56.  breaker 

57.  congeal 

58.  disturb 

59.  foreign 
60,.  hoggery 

61.  meaning 

62.  onerate 

63.  provoke 

64.  salient 

65.  station 

66.  trample 

67.  abstract 

68.  bulletin 

69.  covenant 

70.  eugenics 

71.  friskful 

72.  luminous 

73.  opulence 

74.  planchet 

75.  reformer 

76.  thorough 

77.  watering 

78.  belonging 

79.  displayed 

80.  indention 

81.  mercenary 

82.  redevelop 

83.  senescent 

84.  uncharged 

85.  whichever 

86.  centennial 

87.  constitute 

88.  exaltation 

89.  invocative 

90.  personable 

91.  strawberry 

92.  concentrate 

93.  imaginative 

94.  mathematics 

95.  selfishness 

96.  collectivity 

97.  marriageable 

98.  agriculturist 

99.  quarantinable 
100.  relinquishment 


18 


LIST  3. 


1.   art 
dry 

3.  ice 

4.  : 

5.  run 

6.  top 

8.  bond 

9.  chip 

10.  « 

11.  < 

16.   lace 
18.  more 

20.  sand 

21.  tang 

24.  amuse 

25.  b 

utch 

ount 

28.  dress 

30.   freak 
ross 

33.    n 

•  •ace 
azor 

36.   | 

38.  stock 

39.  F 

41.   white 

45.  enfiino 
irasy 
«'lmet 

48.   I* 

50.   potato 


51.   relate 
season 

53.  single 

54.  supply 

55.  weight 

56.  captain 
contour 

58.  earnest 

59.  fowling 

60.  inflate 

61.  measure 
palaver 

63.  raising 

64.  seizing 

65.  sulphur 
66. 

67.  adh* 

68.  buttress 

69.  dominate 

70.  exchange 
governor 
manifest 
osculate 

74.  pleasure 

75.  revising 

76.  westward 

'•rse 

78.   capitally 
i  emism 

80.  indicated 

81.  monoplane 

82.  reper 

83.  stimulate 

84.  unlocated 

85.  accidental 

86.  « 

87.  contrili 

88.  expertness 

89.  locomotive 

90.  prevailing 

91.  symmetrize 

92.  consolatory 

93.  incremental 

94.  penetrative 

95.  superintend 

96.  conterminous 

97.  naturalistic 

98.  artificiality 

99.  reexamination 
100.  sentimentalism 


19 


LIST  4. 


1.  bee 

2.  elk 

3.  key 

4.  new 

5.  saw 

6.  war 

7.  base 

8.  book. 

9.  clue 

10.  down 

11.  fall 

12.  flat 

13.  girt 

14.  hand 
15,.   iron 

16.  lime 

17.  make 

18.  move 

19.  plug 

20.  shop 

21.  tear 

22.  tusk 
2V3.  wire 

24.  apple 

25.  blood 

26.  chain 
27,.   craft 

28.  drawn 

29.  field 

30.  frost 

31.  guard 

32.  jelly 

33.  ocean 

34.  pitch 

35.  remit 

36.  scale 

37.  speak 

38.  stone 

39.  thick 

40.  under 

41.  widen 

42.  bearer 

43.  canine 

44.  create 

45.  eraser 

46.  garret 

47.  hollow 

48.  little 

49.  office 

50.  prince 


51.  retain 

52.  settle 

53.  sluice 

54.  swerve 

55.  withal 

56.  chicken 

57.  counter 

58.  emperor 

59.  freight 

60.  journal 

61.  neglect 

62.  passion 
63,.  reserve 

64.  serpent 

65.  surface 

66.  trouble 

67.  affected 

68.  calendar 

69.  enabling 

70.  external 

71.  greeting 

72.  mosquito 

73.  outfling 

74.  positive 

75.  romantic 

76.  undulate 

77.  adverbial 

78.  carpentry 

79.  franchise 
80..  infatuate 

81.  promenade 

82.  rigmarole 

83.  stripping 

84.  vegetable 

85.  assignment 

86.  comparison 
87,.  coordinate 

88.  expressage 

89.  mayonnaise 

90.  recompense 

91.  untraveled 

92.  consumptive 

93.  infuriation 

94.  photosphere 

95.  terrestrial 

96.  horsemanship 

97.  regenerative 

98.  circumscribed 

99.  sculpturesque 
100.  verisimilitude 


20 


LIST   5 


1.  bow 
fly 

3.  law 

4.  old 

5.  see 

6.  ache 

ead 

9.  cold 

10.  <J 

11.  fast 
foil 

13.  glue 

14.  bard 

16.   line 
18.   ii 

test 

23.  v 

24.  armor 

25.  boast 

hasp 

28.  enjoy 

29.  fixed 

30.  glean 

31.  p 

32.  j 

34.   point 

36.  F 

37.  q 

38.  s 

oaver 

tnnon 
;  ispy 
rape 

48.  TI 

49.  oriole 
60.   p 


51.  rubric 

52.  shears 

53.  solace 

54.  trifle 

55.  yellow 

56.  circuit 

58.  enstainp 

59.  general 

60.  lat« 
nourish 
placard 

63.  res< 

64.  sign 

65.  tabl 

66.  iini- 

67.  approved 
68..  cerebral 

69.  entii 

70.  faro 

lent 

72.  mountain 

73.  parallel 

75.  spe(  i 

aggrieved 
78. 

79.  hydraulic 

80.  inheritor 

81.  purgation 

82.  sacrifice 

83.  h 

84.  vestibule 

85.  authorship 

86.  ion 

87.  on 

88.  fed 

89.  memorandum 

90.  regular 

91.  abn< 

92.  disseminate 

ive 

94.  pred 

95.  unprevei 

96.  inarticulate 

97.  stupendously 

98.  communicating 

99.  anthropometric 
100.  emancipationist 


21 


LIST    6 


1.  box 

2.  gap 

3.  lay 

4.  pod 

5.  sex 

6.  alms 

7.  bird 

8.  camp 

9.  comb 

10.  dusk 

11.  fear 

12.  foot 

13.  goat 

14.  hawk 

15.  keep 

16.  life 

17.  mass 

18.  navy 

19.  raft 

20.  some 

21.  that 

22.  vice 

23.  work 

24.  aside 

25.  brawn 

26.  chime 

27.  crown 

28.  equip 

29.  flock 

30.  grand 

31.  hedge 

32.  knock 

33.  ought 

34.  poppy 

35.  river 

36.  shaft 

37.  stall 

38.  sugar 
39,.  throw 

40.  watch 

41.  young 

42.  begird 

43.  causal 

44.  discus 

45.  ferret 

46.  gutter 

47.  killed 

48.  middle 

49.  paddle 

50.  puzzle 


51.  sample 

52.  shield 

53.  spring 

54.  tubule 

55.  bicycle 

56.  commode 

57.  discard 

58.  excuser 

59.  gravity 

60.  leaping 

61.  obloquy 

62.  pontiff 

63.  retreat 

64.  society 

65.  tigress 

66.  vitiate 

67.  auditory 

68.  churlish 

69.  erosible 

70.  fetching 

71.  juncture 

72.  narcotic 

73.  parasite 

74.  probator 

75.  squeaker 

76.  vagabond 

77.  amphibian 

78.  clearness 

79.  impatient 

80.  intestine 

81.  quadruple 

82.  sauciness 

83.  ticketing 

84.  virulence 

85.  bafflement 

86.  condescend 

87.  disconcert 

88.  illiterate 

89.  metropolis 

90.  repression 

91.  animalcular 

92.  divestiture 

93.  intrinsical 

94.  prerogative 

95.  upholsterer 

96.  interference 

97.  subantarctic 

98.  convocational 

99.  imperturbation 
100.  irresponsibility 


22 


STANDARD  CURVE  FOR  SPELLING 


ferct.  1UU 
of  word* 
correct 

80 
60 
40 
20 

0 

Grades 



^ 

^~ 

r**^^ 

^x 

^ 

/ 

<* 

/ 

12345676 

Standard  scores  on  which  the  above  cu  ve  is  based 

Grades  123456          78 

Percent  ge  of  words  correct       10      30      40       51       61       71        78       85 


23 


IV.     ENGLISH  TESTS. 

Instructions  for  Administering  and  Scoring  the  English 
Tests. 

Giving  the  Tests.— Give  the  tests  in  the  order  in  which 
thev  ari  numbered.  Distribute  the  test  sheets  with  the 
backs  of  the  sheets  up.  Read  and  explain  the  instructions 
to  the  pupils  before  each  test,  calling  particular  attention  t< 
the  abbreviations  that  are  used  in  each  test.  Allow  three 
minutes  for  each  of  tests  1  to  4  and  fifteen  minutes  for 
test  5. 

The  pupils  should  not  be  allowed  to  skip  about  but  use 
the  material  of  each  test  consecutively. 

When  you  are  ready  to  make  a  test  give  the  signal  "turn" 
and  "start."  Be  careful  to  allow  exactly  the  allotted  time 
and  make  sure  that  all  pupils  start  and  stop  at  the  same 
time. 

In  schools  where  different  terminology  has  been  taught,  as 
for  example  for  the  tenses,  the  teacher  should  have  the 
pupils  use  appropriate  abbreviations  for  the  terminology 
taught. 

Scoring  the  tests. — Test  1.  Cross  off  all  words  whose 
parts  of  speech  are  indicated  incorrectly.  Count  the  num- 
ber of  words  correctly  designated^  This  will  be  the  score. 

Test  2.  Cross  off  the  nouns  and  pronouns  whose  cases 
are  indicated  incorrectly.  Count  the  number  marked  cor- 
rectly. This  will  be  the  score^ 

Test  3.  Cross  off  all  tenses  and  modes  given  incorrectly. 
Each  tense  and  each  mode  given  correctly  counts  as  one. 
Thus  every  verb  form  for  which  both  are  given  correctly 
counts  as  two.  The  total  number  correctly  indicated  is 
the  score. 

Test  4.  Cross  off  all  punctuation  marks  inserted  incor- 
rectly. Count  the  number  placed  correctly.  Every  mark 
counts  as  one.  In  case  of  quotation  marks,  the  one  at  the 
beginning  and  the  one  at  the  end  count  each  as  one.  The 
total  number  inserted  correctly  is  taken  as  the  score. 

Test  5.  Check  off  all  sentences  marked  incorrectly.  A 
sentence  is  considered  incorrect  if  both  alternatives  are  un- 
derscored as  right  or  if  the  correct  alternative  is  crossed  off. 
The  total  number  of  sentences  marked  correctly  is  the  score. 

Keys  for  scoring  these  tests  may  be  obtained  from  the 
author. 

24 


a   by 

i     OL' 

•A- ill 

i  — n  — v  — c 

pronoun — pro  in!  — i 

preposit: 

s  had  begun  to  s 

flush  and 

gaining  great  influen.  i  r.i.     The  gypsies  themselves 

Maggie's  por 

10  old 

.it  the  mention  01  is. 

no!  said  Maggie. 

found  on  i 

us  on  him  ai  know — 

in  of  geograi  •  rhaps  it's  rather  too 

long  to  tell  befoi 

home  i 

where  we  go  fishing;  hut  I'm  often  I  should 

ng  my  books  with  me,  but  I  came  away  in  a 

•a  almost 
is  in  my  bo<-  -ad  them  so  • 

n  tell  you  something  about  geograi 
too — that's  about  the  world   we   live   in — very   us- 
ratting." 

"i  c.i  ad«  .  




ENGLISH  TEST  2.      SCORE. 


Indicate  the  case  of  each  noun  and  each  pronoun  in  the 
following  text  by  placing  above  each  one  the  abbreviation 
for  its  case.  Work  as  rapidly  as  possible.  Three  minutes 
will  be  allowed.  Use  the  following  abbreviations: 

nominative — n  possessive — p,  objective — o. 
After  crossing  the  gully  and  walking  on  through  the 
woods  for  what  they  thought  a  safe  distance,  they  turned 
into  the  path.  They  were  talking  very  merrily  about  the 
General  and  Hugh  and  their  friend  Mills,  and  were  dis- 
cussing some  romantic  plan  for  the  recapture  of  their 
horses  from  the  enemy,  when  they  came  out  of  the  path 
into  the  road,  and  found  themselves  within  twenty  yards  of 
a  group  of  Federal  soldiers,  quietly  sitting  on  their  horses, 
evidently  guarding  the  road. 

"Where  are  you  boys  going?"  he  asked,  as  he  came  up 
to  them. 

"Going  home." 
"Where  do  you  belong?" 

"Over  there — at  Oakland,"  pointing  in  the  direction  of 
their  home,  which  seemed  suddenly  to  have  moved  a  thou- 
sand miles  away. 

"Where  have  you  been?"  The  other  soldiers  had  come 
up  now. 

"Been  down  this  way."  The  boys'  voices  were  never  so 
meek  before.  Each  reply  was  like  an  apoligy. 

"Been  to  see  your  brother?"  asked  one  who  had  not 
spoken  before — a  pleasant  looking  fellow.  The  boys  looked 
at  him.  They  were  paralyzed  by  dread  of  the  approaching 
question. 

"Now,  boys,  we  know  where  you  have  been,"  said  a  small 
fellow,  who  wore  a  yellow  chevron  on  his  arm.  He  had  a 
thin  mustache  and  a  sharp  nose,  and  rode  a  wiry,  dull, 
sorrel  horse.  "You  may  just  as  well  tell  us  all  about  it. 
We  know  you  have  seen  them,  and  we  are  going  to  make 
you  carry  us  where  they  are." 

Name Date 

School Grade 

City 

26 


KXCL1SH  TEST  3.      SCORE. 


Indicate  the  tense  and  the  mode  of  the  following  verb 

forms  by  placing  abo  --.iplo  the  abbreviation  for 

1   mode.      Work  as  rapidly  as  possible.      Three 

minutes  mill  be  allowed.      Use  the  following  abbreviations. 

present — pr  future  perfect — fu.  p. 

past — pa  indicative  mode — in. 

future — fu  subjunctive  mode — su. 
«-t — pr.  p.  rative  mode — iin. 

pa.  j\ 

If  a  verb  has  the  present  tense  and  the  indicative  mode, 
place  above  it  pr.  in. 

it.      I   will   have  cut.      You   talked.      If  you  become. 

If   he   wished.     We   have   played.     Break 

had  shown.     I  stayed.     If  I  drink.     You 

look.     If  you  found.     He  has  walked.     Do  your  work. 

had  spun.     We  cry.     They  will  have  run.     I  will  pr 

If  I   punish*  i    have  seemed.     Wear  your   hat.     He 

has.     He  had  called.     We  will  have  slept.     If  they  begin. 

gave.     I    have    eaten.     Seek    your    p«  ;    .!.      Vou    had 

seen.     He  spoke.     He  will  have  fallen.     We  will  take.     If 

we  drive.     If  they  drew.     You  depart.     They  sell.     I  had 

flown.     They    bought.      v  have    been.     They    will 

swim.     If  he  go.     They  have  stolen.     If  we  bit.     Lift  your 


Name 
School 
Date   _ 
Grade 
City  . 


ENGLISH  TEST  4.      SCORE 

Punctuate  the  following  sentences.  Work  as  rapidly  as 
possible.  Three  minutes  will  be  allowed. 

You  see  John  how  I  stand. 

Next  we  went  to  Vienna  the  capital  of  Austria. 

Everything  being  ready  the  guard  blew  his  horn. 

He  did  not  go  to  Canada  he  went  to  Mexico. 

There  are  three  causes  poverty  injustice  and  indolence. 

He  asked  what  caused  the  accident. 

He  was  satisfied  I  suppose  with  his  situation. 

Paris  Illinois  is  a  smaller  city  than  Paris  France. 

The  train  moved  swiftly  but  Turner  arrived  too  late. 

When  darkness  conies  the  candles  are  lit. 

I  saw  no  reason  for  moving  therefore  I  stayed  still. 

Regarding  questions  of  good  or  bad  English  there  are 
several  common  errors. 

Ever  since  Betty  has  loved  the  flag. 

A  faithful  sincere  friend  is  prized  highly. 

There  were  blue  green  and  red  flags. 

He  said  that  he  had  lent  his  neighbor  an  ax  that  on  the 
next  day  needing  the  ax  he  had  gone  to  get  it  and  that  his 
neighbor  had  denied  borrowing  it. 

Our  national  Capitol  situated  in  Washington  is  a  magnifi- 
cent building. 

But  alas  this  was  not  the  case. 

Mr.  Smith  the  letter  has  come. 

We  visited  New  York  the  largest  city  in  America. 

The  guests  having  departed  we  closed  the  door. 

The  present  situation  however  is  very  different. 

The  case  was  this  I  couldn't  and  he  wouldn't. 

He  asked  what  is  the  matter. 

Apples  are  not  a  vegetable  they  are  a  fruit. 

Chicago  Illinois  is  a  large  city. 

I  told  him  but  he  would  not  listen. 

If  you  come  bring  my  book. 

Concerning  the  election  there  is  one  fact  of  much  im- 
portance. 

The  president  bowed  then  Hughes  began  to  speak. 

On  the  path  leading  to  the  cellar  steps  were  heard. 

A  tall  square  building  is  located  on  State  street. 

Last  year  I  studied  grammar  history  and  geography. 

When  thou  goest  forth  by  day  my  bullet  shall  whistle  past 
thee  when  thou  liest  down  by  night  my  knife  is  at  thy 
throat. 

Washington  Irving  whose  personality  was  genial  and 
charming  became  very  popular  in  England. 

Oh  come  you'd  better. 

I  like  to  work  he  said  especially  in  the  morning. 

As  in  warfare  a  band  of  men  though  strong  and  brave 
individually  is  collectively  weak  if  it  is  not  well  organized 
so  a  speech  a  report  an  editorial  an  essay  any  composition 
though  its  parts  may  be  forcible  or  clever  is  weak  as  a 
whole  it  if  is  not  well  organized. 

Name   Date   

School Grade    

City 

28 


ENGLISH   i  sroui: 


i  of  the  folio  Ifl  two 

•  stated.     Cross  out  the  one  Unit 

you  orrect  or  bad.      If  you   think  both  are   in- 

both  out.      If  you  think  boti-.  un- 

derline both  utes 

been 
instituted. 

ghtened. 
tie  nor  she  (is;  are)  here. 

4.   Ti 

roll1 

y  one  op» 
6.  T:  ul  de- 

8.  It  is 

9.  SI. 

10.    (Who;  whom)  do  you  m* 

h  are  going, —  (he  and  she:  him  a: 
is  happi«  : 

lii's  assassina:  assassination  of  Lincoln) 

•  one;  one's)  1 

isic  sour  i   is,  has  th<> 

. 

safe;  saf  :;h  his  keep- 

it  was  ^ 

to  go. 
18. 

20.   If  tl  'ild;  s-hn  I  should  rejoice. 

ive  gone;  to  go). 

ing;  and  ar- 

!y  after- 
ward;   folio  i    bath. 

24  o  of  age,  (I  took  my  son;  my  eon  entered) 

partnership  with  me. 

(In;  as  th  tho  oth^r  day,  he  told 

me  about  tho  race. 

29 


26.  (When  I  was;   when)    six  years  old,  my  grandfather 

died. 

27.  (The  storm  broke  just  as  we  reached  the  shore;  just 

as  we  reached  the  shore,   the  storm  broke)    with 
great  violence. 

28.  It  is  (the  handsomest  vase  I  almost;  almost  the  hand- 

somest vase  I)  ever  saw. 

29.  (I  walked  out  into  the  night  as  the  moon  rose;  as  the 

moon  rose,  I  walked  out  into  the  night)   and  wan- 
dered through  the  grounds. 

30.  I  went  there  in  order  to    (inspect  it  personally;   per- 

sonally inspect  it). 

31.  The   fire   was   built   and   the   potatoes    (baked;    v/ere 

baked). 

32.  He    did    what   many    others    (have;    have    done)    and 

are  doing. 

33.  Fostoria  is  as  large   (if  not  larger  than  Delaware;  as 

Delaware,  if  not  larger). 

34.  He  had   no  love    (or  confidence  in  his  employer;    for 

his  employer  and  no  confidence  in  him). 

35.  She   watched   her   grandmother,    (aunt,   and   mother; 

her  aunt,  and  her  mother)  sewing. 

36.  He  came  home  with  an  increase  in  weight,  but  (hard 

work  soon  reduced  it;   which  hard  work  soon  re- 
duced). 

38.  The  sheets  of  tin  are  laid  in  rows,  (and  care  is  taken; 

with  care)  that  all  the  sheets  fit  snugly. 

39.  He  was  only  one  among  many   (so;  and  so)   was  not 

observed. 

40.  The  crowd  began  to  wave  handkerchiefs  and   (shout- 

ing; to  shout)  good-byes. 

41.  They  would  neither  speak  to  him    (nor  would   they; 

nor)  look  at  him. 

42.  The  life  of  a  hod-carrier  is  sometimes  happier  than  (a 

prince;  that  of  a  prince). 

43.  He  is  the  tallest  of    (all  the  men;   any  man)    in  the 

regiment. 

44.  It  was  so  misty  we    (could  hardly;    couldn't  hardly) 

see. 

45.  (There    were    two    hundred;    two    hundred)    students 

went. 

46.  (That's  all  I  want,  is  a  chance;  that's  all  I  want — a 

chance)   to  test  it  thoroughly. 

47.  The  fact  that  I  had  never  before  studied  at  home,   (I 

was  at  a  loss;  made  me  feel  at  a  loss  as  to)  what 
to  do  with  vacant  periods. 

48.  I  was  detained  by  business  (is;  that  is)   the  reason  I 

am  late. 

30 


49.  Intoxication  is   (when  Q  is  affected;  a  state  of 

;iused)  b:  :on  of  certain  drugs. 

50.  The  difference  bet  t)  De  Quineey 

humorous  and  Macau  lay  is  gni 

.t  set  of  k  :  were)  put  on 

the  table. 

liox,  including  the  apples,  •  as)  lost. 

•  )^e  or  the  other  of  those  fello\\  '  stolen  it. 

54.  Oak,  aterial  of  the 

structii 

UL 
id  you  sa; 

Id  bo  leader  arose. 

58.  Is  it  (we;   us  > 

59.  The  gazette  reported  (he;  him)  to  be  d 

60.  1 

t;i     II<-  QK>ke  to  some  of  us, — namely  (she  ami  I;  her  and 

i  can  do  it  as  well  as  (they;  them). 

63.    (The  i.ind's  benefactor) 

is  honor- 

;rned    at    ni^  >ut    any  one) 

•  ng) 

you  (shoi 
68.    v.  iHll)  not  stir;  i  it. 

70.   A  man  who   i  i )  do  tha  be  hated. 

•  nded  (to  answer;  to  have  ans 

ng)  founded  in   1809. 
•  af,   (caused  by;  as  the  result  of)   an  • 
attack  of  s< 

74.   T!  eaten    our    lunch    (the 

we  saw  the  steamboat  dep; 

ad  point-  i  rors, 

as  dismissed. 

0*k«  until   ( thoroughly  cooked; 
it  is  thoroughly  cook 

:•  (stationed  in  the 
of  the  square 

who    is    station*  d     in     tie  of    tin- 

Do  you  (expr  to  go  ag;i 

He  sprang;  springing)   to  'i  the. 

dead  man  lay  (and  hi  ••£). 


80.  It  is  impossible   (to  in  any  way;   in  any  way  to)   re- 

move them. 

81.  He   was   a   patriot,    but  all    the   rest    (were   traitors; 

traitors). 

82.  We  ate  such  a  dinner  as  only  laborers  (can  eat;  can). 

83.  He  is  bigger  (than  Buck  and  fully  as  strong;  and  fully 

as  strong  as  Buck). 

84.  I   shall  always  remember  the   town  because  of    (the 

good  times  I  had;   the  good  times)    and  the  many 
friends  I  made  there. 

85,.  I  asked  what  were  the  names  of  her  puppies  and  (kit- 
ten; her  kitten). 

86.  He  went  to  school  (thereby;  and  thereby)  improving 

his  mind. 

87.  On  the  way  we  met  a  Mr.  Osborn  from  the  neighbor- 

hood of  Denver,   (and  who;   who)    had  the  typical 
western  breeziness. 

88.  She  sat  on  the  ground  dressed  in  a  pretty  frock,   (and 

her  dog  was;  holding  her  dog)  in  her  lap. 

89.  I  paddled  the  boat  for  a  while,   (then;  and  then)   fell 

into  a  reverie. 

90.  I  met  many  people  there  whom  I  had  seen  before  (but 

did  not  know  their  names;  whose  names  I  did  not 
know). 

91.  He  is   (not  only  discourteous;   discourteous  not  only) 

to  the  students  but  also  to  the  teachers. 

92.  A  fireman  seldom  rises  above   (an  engineer;   the  posi- 

tion of  an  engineer). 

93.  He  is  the  richest  of   (any  man;   all  the  men)    in  the 

city. 

94.  They  are  (allowed;  not  allowed)  to  go  only  on  Satur- 

days. 

95.  It  has  no  relation  (to;  as  to)  time  or  place. 

96.  There  were  some  people  (whom;  about  whom)  I  could 

not  tell  whether  they  were  English  or  American. 

97.  Any  man  who  could  accomplish  that  task,  the  whole 

world   would    (think   he  was  a   hero;    regard  as   a 
hero). 

98.  He   had   to   earn   money    (that  is;    is)    the   reason  he 

stayed  out  of  college. 

99.  Gravity  is   (when  a  stone  falls;  a  force  that  causes  a 

stone  to  fall)  to  the  ground. 

100.  The  difference  between  summer  and  winter   (is  that; 
is)  summer  is  warm  and  winter  is  cold. 

Name Date 

School Grade 

City 

32 


M  <,(,i:^  i »  i»  ^<  ORES  i  <>K  I-:M;USH 

her* 

4th 

! 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.OO  ON  THE  SEVENTH  DAY 
OVERDUE. 


SEP  24  1934 

JUN  24  1937 

LD  21-100w-7,'33 

.   OF  CALiri  RV 


